Relationship between subjective voice complaints and acoustic parameters in female teachers' voices

Rantala, Leena; Vilkman, Erkki

doi:10.1016/s0892-1997(99)80004-6

Cited by 113 publications

(85 citation statements)

References 43 publications

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“…Similarly, Rantala and Vilkman (1999) reported that teachers with many voice complaints had higher values of the vocal loading index (equivalent to D c ) than teachers with few vocal complaints. According to , a factor that can contribute to the correlation of the larger number of cycles with the larger number of vocal complaints is the potentially harmful effect of vocal fold collisions.…”

Section: Comparisons Between Kindergarten and Elementary School Teachersmentioning

confidence: 92%

Comparison of Vocal Loading Parameters in Kindergarten and Elementary School Teachers

Remacle

Morsomme

Finck

2014

J Speech Lang Hear Res

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Purpose: Although a global picture exists of teachers' voice demands in general, few studies have compared specific groups of teachers to determine whether some are more at risk than others. This study compared vocal loading of kindergarten and elementary school teachers; professional and non-professional vocal load was determined for both groups.Method: Twelve kindergarten and twenty elementary school female teachers without voice problems were monitored during one workweek using the Ambulatory Phonation Monitor.Vocal loading parameters analyzed were F0, SPL, time dose, distance dose and cycle dose.Results: Comparisons between the groups showed significantly higher cycle dose and distance dose for kindergarten teachers than for elementary school teachers, in both professional and non-professional environments. Professional and non-professional voice use comparisons showed significant differences for all parameters, indicating that vocal load was higher in the professional environment for both groups.Conclusions: The higher vocal doses measured in kindergarten teachers suggest that particular attention should be paid to this specific group of teachers. Although nonprofessional vocal load is lower than professional vocal load, it is important to take both into account because of their cumulative effects.

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Section: Comparisons Between Kindergarten and Elementary School Teachersmentioning

confidence: 92%

Comparison of Vocal Loading Parameters in Kindergarten and Elementary School Teachers

Remacle

Morsomme

Finck

2014

J Speech Lang Hear Res

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“…There were significant differences between the groups for the time dose and the cycle dose differed specifically between females, in our material with the higher dose in the VP-group. The cycle dose was originally introduced as Vocal Loading Index (VLI) by Rantala and Vilkman, 9 however, necessary to take into account possible differences between countries in teaching methods. In Sweden today, co-teaching is rather common, especially at the elementary and middle school levels.…”

Section: Cycle and Time Dosesmentioning

confidence: 99%

“…e.g. [8][9][10][11][12][13] . Parameters that have been studied are fundamental frequency (F0), sound pressure level (SPL), and phonation (or speaking) time.…”

Section: Introductionmentioning

confidence: 99%

Teachers' Voice Use in Teaching Environments: A Field Study Using Ambulatory Phonation Monitor

et al. 2014

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Objectives. This case-control designed field-study examines the vocal behavior in teachers with self-estimated voice problems and their age-, and school-matched voice-healthy colleagues. It was hypothesized that teachers with and teachers without voice problems use their voices differently regarding fundamental frequency, sound pressure level and in relation to the background noise. Methods.Teachers with self-estimated voice-problems (n=14, 2M/12F) were age and gender matched to voice-healthy school-colleagues (n=14, 2M/12F). The subjects, recruited from an earlier study, had been examined in laryngeal, vocal, hearing and psychosocial aspects. The Conclusion.The results suggest a different vocal behavior in subjects with subjective voice problems and a higher vocal load with fewer possibilities for vocal recovery.

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“…In other studies, the voice has been measured during a workday. In these studies [22][23][24][25]65], differences have been found in individuals who report only few symptoms of voice problems. Field measurements with a voice accumulator have been made in the current subject pool.…”

Section: Voicementioning

confidence: 99%

How Do Teachers With Self-Reported Voice Problems Differ From Their Peers With Self-Reported Voice Health?

2012

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ObjectivesThis randomized case-control study compares teachers with self-reported voice problems, to age, gender and school-matched colleagues with self-reported voice health. The self-assessed voice function is related to factors known to influence the voice: laryngeal findings, voice quality, and personality, psycho social and coping aspects, searching for causative factors of voice problems in teachers. MethodsSubjects and controls, recruited from a teacher-group in an earlier questionnaire study, underwent examinations of the larynx by High-Speed Imaging and Kymograms; voice recordings; Voice Range Profile; audiometry; self assessment of voice handicap and voice function; teaching and environmental aspects; personality; coping ; burnout, and work-related issues. The laryngeal and voice recordings were assessed by experienced phoniatricians and speech pathologists. ResultsThe subjects with self-assessed voice problems differed from their peers with self-assessed voice health by significantly longer recovery-time from voice problems, and scored higher on all subscales of the Voice Handicap Index-T. ConclusionsThe results show that the cause of voice dysfunction in this group of teachers with self-reported voice problems is not found in the vocal apparatus or within the individual. The individual's perception of a voice problem seems to be based on a combination of the number of symptoms and of how often the symptoms occur, along with the time for recovery. The results also underline the importance of using self-assessed reports of voice dysfunction 1 Background and aim

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Relationship between subjective voice complaints and acoustic parameters in female teachers' voices

Cited by 113 publications

References 43 publications

Comparison of Vocal Loading Parameters in Kindergarten and Elementary School Teachers

Comparison of Vocal Loading Parameters in Kindergarten and Elementary School Teachers

Teachers' Voice Use in Teaching Environments: A Field Study Using Ambulatory Phonation Monitor

How Do Teachers With Self-Reported Voice Problems Differ From Their Peers With Self-Reported Voice Health?

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